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Given the growing interest in Lesson Study (LS) in Initial Teacher Education (ITE), more research is needed to effectively integrate LS into ITE programmes. This literature review examines LS research in English, Japanese, and Chinese, focusing on forms, challenges, and suggestions. 113 studies were analysed following the PRISMA guidelines, revealing LS adaptations in pre-service teacher involvement, training, and mentorship. Challenges included power imbalance and LS integration difficulties in ITE cultures. Suggestions entail increased observation opportunities and early involvement of schoolteachers. The study underscores cultural, policy, and historical influences on LS implementation, advocating for broader educational perspectives in enhancing teacher education programmes. • Synthesised three main forms of lesson study in initial teacher education. • The most common form is practicum-centred lesson study, which is widely employed in Europe. • Japan boasts the highest number of studies on heterodox forms. • Both pre-service teachers and teacher educators struggle with mentorship dynamics. • The challenge-suggestion mapping revealed an unmet gap in addressing certain challenges. [ABSTRACT FROM AUTHOR]

Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion 'for every student'. When HE-teachers' understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers' challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE. • Research about HE-teachers' understandings of inclusion is lacking. • HE-teachers' challenges for inclusion concern knowledge, skills, and experience. • The role of HE-institutions is important for HE-teachers to improve inclusion. [ABSTRACT FROM AUTHOR]

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers’ beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers ( N  = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils’ educational needs. [ABSTRACT FROM AUTHOR]

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this. [ABSTRACT FROM AUTHOR]

The use of digital environments in nursing education offers new opportunities for nursing students' medical mathematics learning. The aim of this study was to investigate the effects of Digital Learning Materials (DLMs) on nursing students' mathematics learning, self-efficacy, and task value. A pre-test/post-test control group design was used. Students were assigned to the DLMs group (experimental condition) or the face-to-face group (control condition). Students in both conditions completed the same assignments and discussed these with their peers and the (online) teacher via the discussion board or in the classroom setting. The results showed that the mathematics learning of students undergoing DLMs training and of those undergoing face-to-face training improved from the pretest to the post-test, but no significant differences were found between the two conditions. A significant interaction effect between condition and self-efficacy was reported, producing a large reduction in the self-efficacy of students in the DLMs condition and a small reduction in the self-efficacy of students in the face-to-face condition. No significant differences were found for students' task value. The study offers new insights for the future design of mathematics training with DLMs, focusing on students' appreciation of DLMs features, considering students with low and high learning abilities separately. • Digital Learning Materials offer opportunities for nursing students' mathematics learning. • Teachers should encourage students to actively participate in DLMs environments. • Online teachers should support self-efficacy of students. • Students with high learning abilities appreciate instructional domain-specific clips. [ABSTRACT FROM AUTHOR]

Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of significance for teacher learning. Using mixed-methods analysis of questionnaire and interview data drawn from 17 secondary school teachers, we find multiple variables of relevance in relation to teacher learning. This study clearly shows that participants' understanding of and attitude toward LS are at least as important as how LS is conducted. [ABSTRACT FROM AUTHOR]

Abstract: Mainstream primary education requires teachers to be proactively responsive to a variety of student educational needs, especially because of the increasing heterogeneity of school intake. Despite the increasing interest in learners' additional support needs rather than student deficits, empirical studies on the topic remain scarce. Therefore, this study addresses teacher perceptions (n=57) of additional learning support needs of students (n=114; mean age=9; 48% male). Exploratory factor analyses (PCA; PAF) identified four dimensions of need: a) instructional support, b) (on-task) behavioral support, c) emotional support, and d) peer support. Interestingly, the views of teachers correlated with the characteristics of students in terms of student attainment, the teacher-perceived task-oriented behavior of students, the teacher-perceived (problem) behavior in the classroom and teacher-perceived relationships with students. The present study shows that the views of teachers are both thorough and differentiated. Accordingly, implications for teacher training are discussed. [Copyright &y& Elsevier]

We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers' self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed. • Establishment of a solid math foundation in elementary school is critical for children's mathematical development. • Attention to math self-concept of children should be part of teachers' professional development. • Teachers' mathematical teaching knowledge contributes to children's mathematical development. • Analyses of arithmetic fluency and mathematical problem-solving showed different outcomes. [ABSTRACT FROM AUTHOR]

Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers' perceptions and behavior. Although intervention group teachers reported various important changes in their perceptions about adaptive teaching and their (adaptive) teaching behavior, no intervention effects were found. This raises questions about how adaptive teaching can be defined and measured. • Lesson Study plays a pivotal role in changing teachers' perceptions about adaptive teaching. • Observation and self-report data can reinforce each other yet prove conflicting in other cases. • The need for a clear and delineated definition for adaptive teaching remains. • Measuring adaptive teaching behavior requires background knowledge of teachers' intentions and knowledge about students. [ABSTRACT FROM AUTHOR]